Download Learning Target Unit Sheet Course___BIOLOGY__________

Learning Target Unit Sheet Course___BIOLOGY__________
Unit__11_______Evolution____________________
Day #
Common Core/Quality Core Standard (s)
D. Investigating Processes That Allow Populations to Change in Response to Different
Environmental and Genetic Pressures
1. Evolution
a. Describe the experiments of Redi, Needham, Spallanzani, and Pasteur to support or falsify the hypothesis of spontaneous
generation
b. Explain the biological definition of evolution
c. Differentiate among chemical evolution, organic evolution, and the evolutionary steps along the way to aerobic heterotrophs
and photosynthetic autotrophs
d. Discuss Darwin’s principle of survival of the fittest and explain what Darwin meant by natural selection
e. Explain the influences of other scientists (e.g., Malthus, Wallace, Lamarck, Lyell) and of Darwin’s trip on HMS Beagle in
formulating Darwin’s ideas about natural selection
f. Contrast Lamarck’s and Darwin’s ideas about changes in organisms over time
g. Provide examples of behaviors that have evolved through natural selection (e.g., migration, courtship rituals)
h. Design, perform, and analyze a laboratory simulation of natural selection on a working population (e.g., teacher chooses prey
items [hard candy, marshmallows]; students choose feeding adaptation [fork, toothpick, spoon] and hunt; students record
results and then change prey or adaptation; and students analyze results using statistical methods)
i. Specifically describe the conditions required to be considered a species (e.g., reproductive isolation, geographic isolation)
j. Describe the basic types of selection, including disruptive, stabilizing, and directional
k. Explain how natural selection and its evolutionary consequences (e.g., adaptation or extinction) provide a scientific
explanation for the fossil record of ancient life-forms and the striking molecular similarities observed among the diverse species
of living organisms
l. Discuss evidence from the fields of geology, biochemistry, embryology, comparative anatomy, and comparative physiology
that points to shared evolutionary relationships
m. Explain how Earth’s life-forms have evolved from earlier species as a consequence of interactions of (a) the potential of a
species to increase its numbers and (b) genetic variability of offspring due to mutation and recombinations of DNA
n. Distinguish between catastrophism, gradualism, and punctuated equilibrium
Learning Targets (I Can’s)
I can describe the history of life on earth.
I can describe the experiments and people that led to the theory of evolution.
I can describe types of evolution.
I can describe the process of natural selection.
I can describe types of selection.
I can describe macroevolution.
I can describe evidence for evolution.